Spelling suggestions: "subject:"music activities"" "subject:"nusic activities""
11 |
The role of music, performing artists and composers in German-controlled concentration camps and ghettos during Word War IIToerien, Willem Andre 29 September 2010 (has links)
Please read the abstract in the section 00front of this document / Dissertation (MMus)--University of Pretoria, 2010. / Music / unrestricted
|
12 |
Výuka HV na malotřídní ZŠ a MŠ Dvory / Music education in composite classes at Elementary School and Kindergarten DvoryČervinková, Pavlína January 2020 (has links)
1 ABSTRACT The diploma thesis "Teaching Music in Composite Classes at Elementary School and Kindergarten Dvory" is divided into two parts: a theoretical and a practical part. The theoretical part involves a general description of mixed-grade education, schools with composite classes and educational goals and tasks applied in teaching Music at the first level of a primary school with composite classes. The practical part deals with the characterization and history of Elementary School and Kindergarten Dvory, as well as the inclusion of Music as a school subject in the school's educational program. Furthermore, musical activities appearing in the school's tuition are described, together with specific ideas for teaching Music at a school with composite classes. The thesis is also accompanied by a questionnaire survey concerning teaching Music, conducted at nearby schools with composite classes. KEYWORDS primary school, music activities, musical education, primary school with composite classes, lesson
|
13 |
Preservice Early Childhood, Middle Childhood, and Learning Intervention Specialists: Perceptions of Music Use in the ClassroomCross, Katelyn M. 20 April 2015 (has links)
No description available.
|
14 |
Music as an intervention strategy to address reading difficulties of grade 2 learnersHorn, Catharina Aletta 11 1900 (has links)
Reading is one of the most important skills (although a complex cognitive
activity) a learner has to master during the early years of schooling. The
reading process involves elements of a learner’s psychological, physical,
linguistic, cognitive, emotional and social worlds. Despite the fact that all
learners have to be able to read, there is an increasing awareness among
professionals of the developmental and educational implications of reading
difficulties with school-going learners world wide.
Reading is a critical tool for the mastery of all other subjects a learner will
meet and one of the best predictors of long-term learning achievement.
Therefore, the need for support must be considered a priority area. After a
thorough investigation and literary study, it is evident that the effective
identification of learning difficulties needs a thorough understanding.
Educators must realise that a given learner, who responds favourably to one
instructional system, may respond very unfavourably to another, because
learners are all unique individuals.
To be able to combine speech sounds in a way that recipients can understand
the message, learners have to be ready to develop an understanding of
phonology, morphology and syntax, therefore maturation must always
precede learning and, in the context of this study, emergent literacy must
precede reading. Maturation is characterised by a fixed order of progression
wherein the pace may vary, but not the sequence. The creative use of
language is entirely dependent on the ability to assemble simple building
blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language
development and the most crucial aspect in both music and language
development is the perception of sound and the core in music and language
are the ability to listen. The aim of this study was to investigate the use of music and related activities
as part of an intervention strategy to improve reading skills, such as phonics,
of learners who have reading difficulties. The researcher proved that a wellplanned
intervention method and learning strategy through music activities
may be used to develop the reading skills in learners who have reading
difficulties. / Educational Studies / D. Ed. (Inclusive Education)
|
15 |
Music as an intervention strategy to address reading difficulties of grade 2 learnersHorn, Catharina Aletta 11 1900 (has links)
Reading is one of the most important skills (although a complex cognitive
activity) a learner has to master during the early years of schooling. The
reading process involves elements of a learner’s psychological, physical,
linguistic, cognitive, emotional and social worlds. Despite the fact that all
learners have to be able to read, there is an increasing awareness among
professionals of the developmental and educational implications of reading
difficulties with school-going learners world wide.
Reading is a critical tool for the mastery of all other subjects a learner will
meet and one of the best predictors of long-term learning achievement.
Therefore, the need for support must be considered a priority area. After a
thorough investigation and literary study, it is evident that the effective
identification of learning difficulties needs a thorough understanding.
Educators must realise that a given learner, who responds favourably to one
instructional system, may respond very unfavourably to another, because
learners are all unique individuals.
To be able to combine speech sounds in a way that recipients can understand
the message, learners have to be ready to develop an understanding of
phonology, morphology and syntax, therefore maturation must always
precede learning and, in the context of this study, emergent literacy must
precede reading. Maturation is characterised by a fixed order of progression
wherein the pace may vary, but not the sequence. The creative use of
language is entirely dependent on the ability to assemble simple building
blocks of sound into the complex structure we call sentences.It is widely accepted that music may be used to promote language
development and the most crucial aspect in both music and language
development is the perception of sound and the core in music and language
are the ability to listen. The aim of this study was to investigate the use of music and related activities
as part of an intervention strategy to improve reading skills, such as phonics,
of learners who have reading difficulties. The researcher proved that a wellplanned
intervention method and learning strategy through music activities
may be used to develop the reading skills in learners who have reading
difficulties. / Educational Studies / D. Ed. (Inclusive Education)
|
16 |
Hudební výchova jako mimoškolní aktivita / Music as freetime activityŠIMOTOVÁ, Kateřina January 2008 (has links)
The graduation thesis deals with possibilities of musical education in the homes of children and youth in South Bohemia. We focused on the offers of music activities, material equipment, kinds of teaching, and how could we present the results of the work. Next, the graduation thesis demonstrates the comparison of the private musical school, Yamaha, which works in five South Bohemian towns, and the competition of the musical teaching in the homes of children and youth. In the enclosure, we show photos and other materials, which specify the reviewing theme.
|
17 |
Poslechové aktivity v praxi / Listening Activities in PracticeTetourová, Markéta January 2015 (has links)
The content of this Diploma Thesis is dedicated to the listening activities in Music lessons at primary schools. The Diploma Thesis summarizes the history of listening activities in Music lessons. It deals with the position of Musical education in Framework Educational Programme. The Diploma Thesis comprises the overview of all the most frequently used music textbooks for primary schools. The textbooks are sorted according to the publisher. The Diploma Thesis examines whether the music textbooks for primary schools include listening activities, which music pieces appear in the music textbooks, how the textbooks dispose with the music pieces and whether the textbooks provide enough amount of topics for a creative work with listening to music. The following part of the Diploma Thesis describes the general structure of a music lesson focused on listening to music. It deals with an integrative approach to teaching Music and curricular relationships. The Diploma Thesis offers a well-arranged division of listening activities to several groups according to various criteria. The aim of the division is to ease preparations for music lessons focused on listening activities and to ease the choice of a music piece. The research exposes preparations for twelve lessons focused on listening activities and a...
|
18 |
Pohádka jako hudebně integrativní projekt pro předškolní děti a jejich rodiče (tvorba, ověřování, metodické náměty do praxe) / Tale as a musical integrativ project for preschoolers and their parents (creation, authentication, methodological ideas into practice)Michenková, Markéta January 2016 (has links)
Author's fairy tale with a musical theme as a means to improve cooperation and kindergarten is the main aim of the thesis. The musical development of the child until the end of the preschool age and its subsequent response opens the theoretical part, musical ability - characteristics, creativity, integration of musical abilities, integrative design, and creative dramatics conclude the theoretical part, which will be followed by a practical part. The practical part will consist of architectural scenario where a subsequent analysis of the Copyright scenarios, questionnaires, interviews and observations will serve as a result of the thesis.
|
19 |
Odraz Rámcového vzdělávacího programu pro základní umělecké vzdělávání v českém základním uměleckém vzdělávání / Reflection of the Framework Educational Program for Basic Schools of Art in Czech Elementary Art EducationLojdová, Jaroslava January 2018 (has links)
The Ph.D. thesis Reflection of the Framework Educational Program for Basic Schools of Art in Czech Elementary Art Education deals with current development of pedagogical reform and its implication in lessons of music theory at basic schools of art. It traces its historic development and changes in educational content, methods and organizational forms of education, according to resources that are at disposal. Based on the research, current pedagogical reform helped to define content and scope of work in lessons of music theory. It enabled to adjust its educational content to specific conditions and profile of individual schools, it gave new view of teaching goals and strengthened teacher's position in creation of strategic school documents. Content based, interpretation skills are complemented with understanding of music core; pupils'values and attitudes are built. Among popular teaching methods feature critical thinking, peer learning and group work, learning through demonstration and actions. The most frequently used progressive method, according to the research, is the simulation method. Based on research findings, music theory at basic schools of art is a subject to continual improvements. Currently, according to accessible resources, there is no complex teaching material that involves modern...
|
Page generated in 0.0773 seconds